Expertise

Department

Biography

Eric Dearing applies his background in psychology to explore the links between students’ lives outside of school and their performance in the classroom. Recognized as an esteemed leader in his field, Dearing’s work has been cited in testimony to Congress and appeared in the New York Times, U.S. News & World Report and USA Today and on NBC.

Dearing’s research emphasizes the power of families, early education and care, and neighborhood supports to bolster achievement for children growing up in poverty. Much of his current work centers on promoting high-quality parent and early educator engagement to improve math learning for children in low-income families.

Dearing also serves as a member of the Development and Research in Early Math Learning (DREME) network. His many publishing credits include co-editor of the Handbook of Early Childhood Programs, Practices, and Policies and co-author of the committee report Parenting Matters: Supporting Parents of Children 0–8, from the National Academies of Science, Engineering, and Medicine.

He has been named a Foundation for Child Development Young Scholar awardee and a National Academy of Education/Spencer Foundation Postdoctoral Fellow.

Lund, T.E. & Dearing, E. (2013). Is growing up affluent risky or is the problem growing up in an affluent neighborhood? Journal of Research on Adolescence, 23, 274-282. DOI: 10.1111/j.1532-7795.2012.00829.x

CURRENT GRANT-FUNDED RESEARCH PROJECTS

2014-2018

Development and Research on Early Math Education (DREME) Network on Early Math Learning, funded by the Heising-Simons Foundation.

2014-2016

Mothers' and Fathers' Engagement in Early Numerical and Spatial Learning: Analyses of Parent Engagement in Early Math Learning in the NICHD Study of Early Child Care, funded by the Heising-Simons Foundation. (Co-PI: Beth Casey)